The Impact of Explicit Guided Reading Instruction on Fifth Grade Students Reading Comprehension

Author/Creator

Author/Creator ORCID

Date

2020-05-06

Department

Program

Masters of Education

Citation of Original Publication

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Abstract

The purpose of this study was to examine the impact of explicit guided reading instruction during small group instruction on fifth-grade students’ reading comprehension. The measurement tool used was Fountas and Pinnell’s (2017) Benchmark Assessment System and the treatment utilized Richardson’s (2016) The Next Step Forward in Guided Reading. A one-group pre/post design was used to determine the impact of four weeks of explicit guided reading instruction in small group on instructional reading levels. Pre-to-post gains were statistically and practically significant in the areas of instructional reading level and reading comprehension.